چكيده
Since English language is considered as the international language over the past decades, the number of English language learners has risen in all over the world and learner autonomy is often regarded essential to promote English learning (Benson, 2001; Little, 1991). Also it has been proved by various studies that parents are in the center of their children’s life and their involvement has positive effects on the students’ achievement generally in education and especially in learning English as a foreign language (EFL).Then the present study aimed to examine the existence of any relationship between parental involvement and reading abilities of autonomous Iranian EFL learners reading abilities in the male high school, Misagh II in Tabriz. A sample of 112 students from the total number of 144 was selected as the study’s main subjects on the basis of a valid piloted autonomy questionnaire for homogenizing the participants. Then a valid piloted parent involvement questionnaire for being completed by the parents was sent home and returned by the students. Moreover an average grade was appointed to every autonomous student from all the reading tests which have been taken from the students at the period of six months of the study. The data were divided into three groups of high, mid and low parental involvement. A one-way ANOVA was run to compare the three groups’ means on the reading test and the results indicated that there was significant difference between the three groups’ means on the reading test scores. Then it could be inferred that there is relationship between parental involvement and reading abilities of the autonomous Iranian EFL learners.
